NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ804087
Record Type: Journal
Publication Date: 2006-Sep-4
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1696-2095
Discrepant Story Task (DST): An Instrument Used to Explore Narrative Strategies in Bullying
Smorti, Andrea.; Ortega-Rivera, J.; Ortega, R.
Electronic Journal of Research in Educational Psychology, v4 n2 p397-426 Sep 2006
The main aim of this contribution is to describe an instrument devised to study some of the cognitive processes that occur when people interpret social events (Discrepant Story Task-DST; Smorti, 2004). In particular, this instrument analyses the narrative processes of interpretation used by an observer when witnessing progressive and regressive stories. Three different studies have been developed using DST in four samples of adolescents from Canada, Italy and Spain, involving bullies, victims and control participants. Results showed that adolescents used different narrative strategies to interpret regressive and progressive stories. For progressive stories, adolescents tended to use internal attribution, while for regressive stories adolescents used more external attribution. Specifically for bullying, differences among bullies from different countries appeared. Results showed the advantages of using DST to study bullies' social understanding of progressive and regressive stories and also to analyse cross-cultural differences in social cognition. (Contains 1 figure and 4 tables.)
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Italy; Spain
Grant or Contract Numbers: N/A